ASSOCIATION FOR CAREER & TECHNICAL EDUCATION®
Earlier this month, the U.S. Department of Education released the first debt-to-earnings rates for career training programs calculated under gainful employment regulations. The programs covered include most for-profit programs, as well as certificate programs at private non-profit and public institutions.
In this first year, more than 800 programs failed to meet the gainful employment standards, as defined by estimated annual loan payments for alumni that exceed 30 percent of discretionary income and 12 percent of total earnings. The vast majority of these underperforming programs—98 percent—are offered at for-profit colleges.
In addition, 1,239 more programs are in the grey “zone”, with annual loan payments between 20 and 30 percent of discretionary income and 8 and 12 percent of total earnings. After four consecutive years of failing or “zone” rates, programs will lose federal student aid eligibility.
According to the Department, “when student debt is taken into account, community colleges—where students borrow at lower rates and lower dollar amounts—perform particularly well when matched up against comparable for-profit programs.”
Posted by Catherine Imperatore on 01/23/2017 at 07:51 AM in Data and Research, Executive Branch | Permalink
Increasing high school students’ access to industry experts is a key priority across states, according to a new report from Advance CTE, and alternative teacher certification approaches are not enough to fill the gap.
The State of CTE: Increasing Access to Industry Experts in High School, developed in partnership with the Center on Great Teachers and Leaders at American Institutes for Research, features results from two surveys, one of 47 State CTE Directors and one of 260 local CTE teachers and administrators from 26 states. Key findings include:
The publication recommends that states expand certification policies to include part-time and co-teaching licenses; develop agreements with postsecondary institutions to have faculty with industry expertise teach dual enrollment courses; develop initiatives for industry experts to act as mentors and career coaches; enhance industry awareness of opportunities to engage in the classroom; and approach all of this in a systemic way.
UPDATE: Register for a companion webinar Monday, January 9 at 3pm ET/12pm PT.
Posted by Catherine Imperatore on 01/04/2017 at 11:55 AM in Data and Research, State and Local Issues | Permalink
Last week, ACTE released the latest draft of its Quality CTE Program of Study Framework (version 3.0). This Framework is part of an ongoing project at ACTE to identify a comprehensive, research-based quality CTE program of study framework, test the framework and integrate it into our efforts to recognize and disseminate information on best practices within CTE.
This new draft of the Framework incorporates feedback received over the past year, including from focus groups, expert review, surveys, and additional research on key issues.
Based on continued feedback, the Framework draft 3.0 will be refined a final time and then pilot tested in the spring to assess its validity and utility. To provide input on the draft framework, or if you are interested in participating in the pilot testing, please contact ACTE Public Policy Director Alisha Hyslop at firstname.lastname@example.org. You can access more information about the overall project at http://www.acteonline.org/high-qualityCTE.
Posted by Alisha Hyslop on 12/05/2016 at 04:58 PM in Data and Research | Permalink
The above data point from the ACTE-myCollegeOptions® nationwide survey of CTE students and educators demonstrates that many CTE high school students are taking part in CTE programs that match their career goals. In addition, the survey found that 3 of 10 students are unsure if they will pursue a career in their CTE area of study.
By providing comprehensive career guidance and offering, where possible, a variety of CTE programming choices, CTE educators and counselors can connect secondary students with education that will prepare them for college and careers that match their interests and aptitudes. And even students who don’t wish to continue in their CTE program are saving themselves time and money by learning what does not interest them before going on to postsecondary education or the workforce.
When providing the above information to students, parents, the media and policymakers, share how your CTE program is preparing students for further education and careers through guidance, coursework and extended learning experiences that match their abilities and interests.
You can find more research and data about CTE with ACTE Fact Sheets.
[i] ACTE, “College and Career Ready Through CTE” infographic, 2016.
Posted by Catherine Imperatore on 11/29/2016 at 06:24 PM in Data and Research | Permalink
How much are students earning after they’ve achieved postsecondary certificates from various U.S. institutions? New data released from the Department of Education, based on information reported for gainful employment regulations, can begin to answer that question.
According to the data release, which encompasses about 3,700 postsecondary institutions, graduates of certificate programs at public institutions typically earn almost $9,000 more than graduates of comparable programs at for-profit colleges. In addition:
This data will be used to calculate debt-to-earnings rates that help individuals determine their likely return on investment from postsecondary education. Starting in January, institutions must disclose costs, graduation rates and alumni earnings by program, per gainful employment standards.
Posted by Catherine Imperatore on 11/21/2016 at 08:19 AM in Data and Research, Postsecondary Issues | Permalink
Did you know that the service branches continually seek new recruits, including 60,700 positions projected for Fiscal Year 2017 for the U.S. Army, across 200-plus career options? In addition, there are many positions in demand at the U.S. Navy, Marine Corps, Air Force and Coast Guard. And afterward, veterans can turn their military-honed skills and experience into fulfilling civilian careers.
ACTE's latest Sector Sheet explores CTE's role in preparing students with the technical, academic and employability skills needed to serve our country in the military's most in-demand occupations and its role in helping veterans transition into the civilian workforce.
Read and share this brief at www.acteonline.org/SectorSheets.
Posted by Catherine Imperatore on 11/16/2016 at 11:23 AM in Data and Research | Permalink
Where do high school students turn to help them decide on careers? Despite anecdotes about the influence of TV shows and celebrities on career decisions, data from the National Center for Education Statistics suggests that family is the most important influencer on ninth-graders thinking about careers. Teachers come in second in influence, at 6.2 percent, while counselors were named only 2.7 percent of the time.
When sharing this statistic with the media or policymakers, emphasize how your CTE program engages students and parents in career exploration and planning.
You can access more CTE data with ACTE fact sheets and other policy and advocacy publications.
[i] U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. High School Longitudinal Study of 2009 (HSLS:09) First Follow-up Restricted-Use Data File. Retrieved from https://nces.ed.gov/surveys/ctes/tables/h168.asp
Posted by Catherine Imperatore on 10/31/2016 at 10:06 AM in Data and Research | Permalink
I was pleased to present about the importance of ensuring that industry certifications are high quality and valuable to students at the Advance CTE fall meeting last week, along with Roy Swift of WorkCred and Florida CTE director Rod Duckworth.
It was a great discussion about how ACTE’s Certification Data Exchange Project, the new Credential Registry and state-validated lists of industry certifications are tackling pieces of this challenge. For instance, ACTE’s project is learning about which students are earning industry certifications and how it impacts their employment and earnings. In the future, this data can be used to let students know the returns they can expect from a particular industry credential.
A related brief published by Advance CTE highlights Florida, Kanas and Louisiana’s efforts to validate industry certifications through intensively vetted lists, carefully crafted incentives and transparent processes. The publication identifies the following four themes consistent across these states:
Posted by Catherine Imperatore on 10/26/2016 at 01:09 PM in Data and Research | Permalink
Individuals who earned short-term postsecondary certificates in the Health Professions Pathway (H2P) initiative often continued their education, pursuing longer-term certificates and associate degrees, found a study of H2P, which brought together community colleges, community agencies and employers through a Trade Adjustment Assistance Community College and Career Training Grant.
An Inside Higher Ed review of the research found that students who earned even the shortest-term credentials were more likely to be employed. However, these short-term credentials had minimal and—in some cases—negative wage impacts. Racial and ethnic gaps were also a concern, with Latino and African-American students under-represented in longer-term programs.
These findings show both the promise and the challenge of stackable credentials, which must be carefully designed to maximize employment and wage benefits at entry levels and facilitate transition to higher-level credentials.
Posted by Catherine Imperatore on 10/20/2016 at 09:08 AM in Data and Research, Postsecondary Issues | Permalink
October has brought with it crisp weather, falling leaves and updates to national education data, as well as a host of new resources:
Growing Grad Rate: The high school graduation rate continued its rise to 83.2 percent in the 2014-15 school year, an increase of four percentage points in four years.
Student Loan Debt Increases: According to the Institute for College Access & Success (TICAS), 68 percent of graduating seniors in 2015 had student loans, with an average debt load of more than $30,000.
Work-based Learning: Connecting at-risk and disconnected youth back into the education and workplace pipeline through work-based learning is the topic of a new brief from the National Skills Coalition. To succeed, the brief recommends that this work-based learning be paid and facilitated by an intermediary organization to recruit, coordinate training and take on liability issues. The brief emphasizes that the best programs connect to career pathways. On a companion webinar, Guilford Apprenticeship Partners noted that a strength of their initiative is partnership with high school CTE programs.
More Work-based Learning: Advance CTE has created A Comprehensive Guide to the State’s Role in Work-based Learning to help states develop and implement a statewide vision for work-based learning. The guide provides key considerations and guiding questions to walk states through the steps of building and scaling a high-quality work-based learning system, drawing on examples from several states.
Women and Middle-skill Jobs: The Institute for Women’s Policy Research has launched a website, womenandgoodjobs.org, dedicated to research and data on middle-skill jobs, relevant education pathways and recommendations for how to help more women into these worthy, family-sustaining careers.
Posted by Catherine Imperatore on 10/18/2016 at 03:51 PM in Data and Research, Postsecondary Issues | Permalink
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